New Approaches to Making a Home for Someone with an Intellectual Disability (51:22)

Parents of children with an intellectual disability advocated against large, segregated institutions and for community-based group homes and day programs in their communities in the 1960’s. Their efforts were rewarded and evolved into well-established services offered within Developmental Services in Ontario.

However in the decades since, the focus for care and support of persons with an intellectual disability has steadily fallen back to reliance on family. We are again witness to a grassroots movement led again by parents of their adult children with an intellectual disability.

This new movement calls for service providers, government and communities to partner with parents to address long residential wait lists (currently 2700 in Toronto alone) and create innovative, affordable and accessible residential housing and community participation supports.

Along with the wait, the search for affordable housing can be years, even decades in some cases. This represents the single biggest, yet resolvable crisis facing people with an intellectual disability.

Currently families can choose to wait for traditionally funded supports like group homes or take on the cost of independent living for their child alone – an option that is out of reach for most.

Families are often left to care for their adult child at home and for too many this is a 24/7 job. The sense of isolation and negative impact on the parent’s overall quality of life can’t be overstated.

As most would agree, there is nothing that provides greater self esteem or is more exciting for a young adult than moving into a place of his or her own and it’s something most parents look forward to.

Also, for any adult, bonding with others outside a traditional family unit is fundamental to creating a sense of belonging in the community at large.

For this documentary four community agencies came together to share their experiences, successes and challenges related to working in partnerships to explore, create and/or access innovative, affordable, supported housing options within their respective communities.

Community Living Peterborough, Community Living Prince Edward, Community Living Toronto and Elmira District Community Living may differ in their journeys within varied rural and urban settings; however, there was real value in comparing their approaches and challenges.

To continue building on their experiential successes, the four agencies began to explore forums to enable other interested organizations the opportunity to learn about and examine the various partnership models that they feel would be feasible and successful within their own unique communities.

The documentary was commissioned as an alternative method to share innovative housing initiatives, successes, challenges and lessons learned and act as a fund raising tool to further support existing and future housing initiatives.

The production details that early preparation and planning is essential for families and children with an intellectual disability to ready themselves for independent living in the new housing models profiled.

With the help of groundbreaking programs like Trying it on for Size, the Steps to Independence guidebook, the Person Directed Planning process, and the Homes programs, children and parents are encouraged to visualize future goals early on and determine the steps required to achieve them.

A number of unique and innovative housing models are documented in the program.

The viewer will learn of building new “Smart Homes” where parents can prompt their adult child to take their medication and parents “see” what’s happening in a home in real time.

The viewer will learn of non traditional approaches to live in supports for residents including DSW students being provided scholarships in return for being a “good friend and neighbour” to residents.

Additionally families and most importantly the residents themselves have an opportunity to share their success with the viewer.

Circle of Difference is an interactive game for people with intellectual disabilities to learn about inclusion, appreciating difference & diversity.

The setting
The Circle of Difference is designed for use with people with mild-moderate intellectual disabilities.

Minimum: 6 participants.
Maximum: As many as you like – in a theatre style setting.

Facilitation tips

• Set respectful ground rules before starting (ie. one person talks at a time, no “put-down” comments)
• Keep it positive and fun – yet allowing for reflection
• Have consent from people before they play
• Use inclusive language
• Help people take time to feel what it feels like to be different
• Help people celebrate the differences, and the “sameness” with cheers and applause
• Move at a pace that works for the group and repeat things when necessary
• Allow people to ask questions as necessary, and direct them back to the focus of the game
• It’s best to have a person with an intellectual disability read out the statements. A supportive staff is on hand to help explain the instructions to the group.

How to play
Gather a group of people with intellectual disabilities who would like to play.
Explain that the Circle of Difference is a game to learn about how we are different, and how we are the same.

OPTION 1: PLAY IT IN A CIRCLE
If you have room for it, everyone can gather in a circle. When they hear a statement they agree with, they are to move to the centre of the circle. They can roll their wheelchairs, or walk into the centre. When in the centre of the circle, prompt people to feel what it feels like to be in the centre of the circle, or on the outside of the circle, how it is to be different. After they have a moment to reflect, they then they move back to the circle and wait to hear the next statement.

OPTION 2: AT A TABLE OR THEATRE STYLE
The game can also be played at a table or in theatre style seating by communicating “YES” after each statement.

Tell participants that they will be showing you how they communicate “YES” when they agree with a statement that is read. Remind people that many of us have different ways of communicating. Give examples: some people blink their eyes for yes, some people use sign language, some people use assistive devices, and some use words. On the count of three, have everyone show you their “YES”.

Then explain for everyone to listen carefully to the reader (Someone with an intellectual disability ideally) who will read statements out one at a time.
A series of statements are read out loud one at a time – with a pause for people to respond if they agree. Prompt people to show their “yes” if they agree.
The list of statements was created by people with an intellectual disability. (Feel free to add to our statements or change them to increase inclusiveness for your particular group). All the statements are related to self-image, identity and difference.